De Anza College
Comprehensive Program Review
IPBT Approved 11/24/2015
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the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. The third column is where
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copy of this document into the Trac Dat, “Documents file”. Also upload the Program Review Data sheet(s). If you have questions, please refer to your workshop handout
(http://www.deanza.edu/slo/tracdat.html) or contact: papemary@fhda.edu.
Section I:
Section II:
Section III:
Section IV:
Section V:
Overall program description (including CTE)
Overall student enrollment and success
Equity
Assessment Cycle
Resource requests
In TracDat. Limit narrative to 100 words; bullet points encouraged
Information Requested
Explanation of Information Requested.
? TracDat Help button will reveal the same cues
(sorry no hyperlinks)
Input your answers in columns provided. Note: reference documents can also be
attached. Make sure to note the name of any reference documents in your
explanations.
Program Description
Department Name:
I.A.1
Program Mission
Statement:
“What are your Program Learning Outcomes? How
do your Program Learning Outcomes relate to the
mission of De Anza College and our Institutional
Core
Competencies”?
(http://www.deanza.edu/about/missionandvalues.html)
What is the Primary Focus
of Your Program?
Select Basic Skills, Transfer. Career/Technical,
Learning Resources/Academic Services, personal
enrichment or N/A
The English department at De Anza College offers students the opportunity to
study language, literature, creative writing, basic skills writing and transfer-level
composition while deepening critical thinking, research, communication skills and
aesthetic awareness. In connection with campus-wide programs such as LinC,
Puente, First Year Experience and Sankofa the English department continues to
assess, improve and devise new strategies to assist all students, but particularly
underrepresented and academically at risk groups, in developing the written
communication and analytical skills needed to achieve their academic, professional
and personal goals.
Our Program Learning Outcome is: Students demonstrate critical thinking,
reading, research, and writing skills in order to effectively analyze texts from
myriad disciplines and cultural perspectives.
Our Program Learning Outcomes relate to our college Institutional Core
Competencies as success in achieving those outcomes lead to development of
students' writing, reading, and critical thinking skills, which in turn help them
achieve our Institutional Core Competencies.
Basic Skills
June 27, 2016
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De Anza College
I.A.2
Choose a Secondary
Focus of Your Program.
I.B.1
# Certificates of
Achievement Awarded
Comprehensive Program Review
Basic Skills, Transfer. Career/Technical, Learning
Resources/Academic Services, personal enrichment
or N/A
If applicable, enter the number of Certificates of
Achievement awarded during the current academic
year. Please refer to:
IPBT Approved 11/24/2015
Transfer
http://deanza.fhda.edu/ir/AwardsbyDivision.html
I.B.2
# Certificates of
Achievement-Advanced
Awarded:
Leave blank if not applicable to your program.
If applicable, enter the number of Certificates of
Achievement - Advanced awarded during the current
academic year. Please refer to
http://deanza.fhda.edu/ir/AwardsbyDivision.html .
I.B.3
# ADTs (Associates
Degrees for Transfer)
Awarded
Leave blank if not applicable to your program.
List Associate Degree Transfer awarded by you
department during the current academic year. Please
refer to
0
http://deanza.fhda.edu/ir/AwardsbyDivision.html
I.B.4
# AA and/or AS Degrees
Awarded:
Leave blank if not applicable to your program.
If applicable, enter the number of Associate of Arts
or Associate of Science degrees awarded during the
current academic year. Please refer to
21
http://deanza.fhda.edu/ir/AwardsbyDivision.html
I.C.1
CTE Programs: Impact of
External Trends
I.C.2
CTE Programs: Advisory
Board Input:
I.D.1
Academic Services and
Leave blank if not applicable to your program
Career Technical Education (CTE) programs:
provide regional, state, and labor market data,
employment statistics. Refer to "CTE Program Review
Addenda" at:
https://www.deanza.edu/workforceed/ged/
Identify any significant trends that may affect your
program relative to: 1) Curriculum Content; 2) Future
plans for your program e.g. enrollment management
plans.
Career Technical Education (CTE) programs:
provide recommendations from this year's Advisory
Board (or other groups outside of your program, etc.).
Briefly, address any significant recommendations
from the group. Describe your program's progress in
moving towards assessment or planning or current
implementation of effective solutions.
Only for programs that serve staff or students in a
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De Anza College
Learning Resources: #
Faculty Served
I.D.2
Academic Services and
Learning Resources: #
Students Served
I.D.3
Academic Services and
Learning Resources: #
Staff Served
I.E.1
Full Time Faculty (FTEF)
I.E.2
# Student Employees
I.E.3
Full-time to Part-time ratio
% of Full -time Faculty
Compared to % Part-time
Faculty Teaching
I.E.4
# Staff Employees
I.E.5
Changes in
Employees/Resources
II.A.1
Enrollment
Enrollment Trends
Comprehensive Program Review
capacity other than traditional instruction, e.g. tutorial
support, service learning, etc. State number of faculty
served: 0 = no change; (- #) decreased; # increased;
leave blank if not applicable to your program
Only for programs that serve staff or students in a
capacity other than traditional instruction, e.g. tutorial
support, service learning, etc. State number of
students served: 0 = no change; (- #) decreased; #
increased; leave blank if not applicable to your
program
Only for programs that serve staff or students in a
capacity other than traditional instruction, e.g. tutorial
support, service learning, etc. State number of staff
served: 0 = no change; (- #) decreased; # increased;
leave blank if not applicable to your program
For ALL programs: Refer to your program review
data sheet. http://deanza.fhda.edu/ir/programreview.14-15.html .
State number of student employees and if there were
any changes: 0 = no change; (- #) = decreased; # =
increased; blank if not applicable to your program
Compare the changes in % of FT and PT faculty
teaching in your department?
0 = no change; (- %) = decreased; % = increased;
blank= not applicable to your program. Refer to your
program review data sheet.
http://deanza.fhda.edu/ir/program-review.14-15.html.
State number of staff employees and if there were any
changes: 0 = no change; (- #) = decreased; # =
increased; blank if not applicable to your program
ONLY report the number of staff that directly serve
your program. Deans will make a report regarding
staff serving multiple programs.
Briefly describe how any increase or decrease of
employees/resources has impacted your program.
Leave blank if not applicable to your program.
What significant changes in enrollment have you seen
in the last three years? Refer to
http://deanza.fhda.edu/ir/program-review.14-15.html
IPBT Approved 11/24/2015
59.8
From 2014-2015, the % FT faculty increased 16.5% and the % PT faculty
decreased 8.3%. However, as a department, we are still at only 31% FT faculty,
and 58% PT faculty.
We were able to hire 2 new FT faculty who started in Fall 2014. However, we
were down 5.5 FT faculty due to retirements, reassignments, and resignations. So,
we are still down 3 FT faculty. The increase has been helpful in enabling us to
staff basic skills and student success programs.
Our enrollment increased from 12,499 in 2012-13 to 12,899 in 2014-14 to 13,556
in 2014-15. The past academic year saw a 5.1% increase in enrollment.
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De Anza College
Comprehensive Program Review
II.B.1
Overall Success Rate
What significant changes in student success rates have
you seen in the last three years?
II.B.2
Plan if Success Rate of
Program is Below 60%
II.C
Changes Imposed by
Internal/External
Regulations
In accordance with ACCJC requirements, the college
has adopted an institutional standard for successful
course completion at or above
60% http://www.deanza.edu/ir/deanza-researchprojects/2012_13/ACCJC_IS.pdf
If course success rates in your program fall below
60%, what are the department’s plans to bring course
success rates up to this level? Leave blank if N/A.
Address program changes implemented as a response
to changes in College/District policy, state laws,
division/department/program level requirements or
external agencies regulations? How did the change(s)
affect your program? (e.g. any curriculum, program
reorganization, staffing etc.)
III.A
III.B
Equity
Growth and Decline of
Targeted Student
Populations
Closing the Student Equity
Gap:
Briefly, address student enrollment data relative to
your program’s growth or decline in targeted
populations: African Americans, Latinos, Filipinos.
(Refer to http://deanza.fhda.edu/ir/programreview.14-15.html )
What progress or achievement has the program made
relative to the plans stated in your program’s 2013 -14
IPBT Approved 11/24/2015
Overall success rates have been stable over the 3 year period, between 78-79%
from 2012-2015, which we know to be higher, and in some cases significantly
higher, than the state reported average for California Community Colleges. In fact,
we were commended by Governor jerry Brown for our basic skills course success
rates in his 2016 Budget Report.
We developed an ADT degree, which was recently approved by the state
Chancellor’s office. So far, we have not yet awarded any ADT degrees but we
expect to in the future.
In addition, our enrollment in our ELIT 21 (Women In Literature) experienced a
marked decrease in enrollment in Fall 2015. This was the outcome of an internal
administrative effort from the Office of Instruction to eliminate cross-listings for
courses. ELIT 21 was previously cross-listed with WMST 21 for many years and
usually reached the cap enrollment (before Fall 2015 the cap was 45; since Fall
2015 the cap has been raised to 50) through robust enrollments for both the ELIT
and WMST listings. The first quarter that ELIT 21 was de-crosslisted, the
enrollment dropped by nearly 50%. In Winter 2016 and Spring 2016, the
enrollments recovered after faculty made efforts above and beyond their job duties
to recruit students by visiting classes to make announcements, posting flyers, and
sending mass emails to English majors and faculty colleagues. After Language
Arts, Social Sciences and Humanities, and Intercultural/International Studies
faculty successfully mobilized action to Academic Senate to cease and desist the
un-cross listing efforts, and allow re-cross listing, administrator-instigated un-crosslisting of courses stopped, and a process for re-cross listing has been created. We
are working with the chair of WMST to re-cross list ELIT 21 and WMST 21 and
hope that the past patterns of this course easily filling will resume.
Our course success in English writing for targeted populations remained stable at
71-72% over three years (2012-1015).
In the 2013-14 Program Review, we reported:
“ Although our equity gap remains lower than the campus average and more than
June 27, 2016
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De Anza College
Comprehensive Program Review
Comprehensive Program Review, Section II.A.3,
towards decreasing the student equity gap? See IPBT
website for past program review documentation:
http://deanza.edu/gov/IPBT/program_review_files.ht
ml
IPBT Approved 11/24/2015
achieves statewide goals for targeted groups, we feel that the loss of the lab classes
that used to be attached to all basic skills classes has had a negative impact on the
success of vulnerable students. We have adopted several strategies to compensate
as much as possible for that substantial loss of resources and student support:
1. We have prioritized assigning full-time faculty to Basic Skills courses (46% of
basic skills courses are taught by full time faculty while our writing program as a
whole has only 26% full time FTEF).
2. We have developed Customized Academic Support that is imbedded in our
lowest level class, EWRT 200, as a required adjunct to instruction—tailoring
tutorial assistance to the needs of the most vulnerable students. As a result,
success in EWRT 200 is now just as strong as the higher level, EWRT 211, even
though these students have greater obstacles.
3. Programs like Puente, Sankofa, FYE and the LART courses are also producing
excellent results.
We must hire additional faculty to maintain the strength of our basic skills success
and address the equity gaps in the literature program. Student success in English
also needs support through re-hiring some of the many positions that were cut
from the Writing Center so that we can expand the successful model of small
group tutorial instruction as a part of Basic Skills courses.”
We continue to prioritize staffing Basic Skills courses with FT faculty, tailoring
tutorial assistance to the needs of the most vulnerable students. Some of our most
outstanding and dedicated faculty teach EWRT courses for programs such as
Puente, FYE, IMPACT AAPI as well as LART classes, which we offer multiple
sections of at the 200 and 211 level every quarter. We hired two faculty in Fall
2014 who had prior experience teaching in student success cohort programs (FYE,
IMPACT AAPI, and LEAD) and who continue to teach in those programs as FT
tenure-track faculty. We also have faculty who are participating in DARE’s
development of a “Word Jam” initiative to boost student success rates in
developmental pathways and provide support to students who do not have
wraparound services such as those provided in Puente, FYE, and IMPACT AAPI.
Overall, the goals of equity work in Language Arts are: retention and success of
target populations; collegial participation that actively includes part-time faculty;
creating an environment of inclusion, inspiration and possibility; inspiring open
discussions about successful pedagogical methodologies within departments, the
Language Arts Division and, hopefully, with other divisions; collegial discussions
about exit-entry alignment; metacognitive methodologies for students and
instructors for successful course, program and degree completion. We are doing
a division-wide student survey in the 2016-2017 academic year and in Fall 2017 we
plan to do data analysis of the survey results. That will be the foundation of more
targetted equity efforts going forward as we more clearly identify student needs.
June 27, 2016
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De Anza College
III.C
III.D
IV.A
IV.B
Plan if Success Rate of
Targeted Group(s) is
Below 60%
Departmental Equity
Planning and Progress
Assessment Cycle
Cycle 2 PLOAC
Summary (since June
30,2014)
Cycle 2 SLOAC
Summary (since June
30, 2014)
Comprehensive Program Review
In accordance with ACCJC requirements, the college
has adopted an institutional standard for successful
course completion at or above 60%
http://www.deanza.edu/ir/deanza-researchprojects/2012_13/ACCJC_IS.pdf
Are success rates of targeted groups at or above 60%?
If not, what are the department’s plans to bring the
success rates of the group(s) up to this level? This
applies to African American, Latino/a and Filipino
students.
What progress or achievement has the program made
relative to the plans stated in your departmental 201415 Equity Plan?
Give the percentage of Program Level Outcome
statements assessed since June 30, 2014. Run Ad Hoc
report entitled “Cycle 2 XXX PLOAC Work” and scroll
to the bottom of the report for count. Then calculate
#Reflections & Analysis/#PLO statements times 100. All
program level outcomes are to be assessed at least once
between Fall 2014 and end of Winter 2019.
Give the percentage of Student Learning Outcome
statements assessed since June 30, 2014. Run Ad Hoc
report titled “Cycle 2 XXX SLOAC work- Active Only”
and scroll to the bottom of the report for count. Then
calculate #Reflections & Analysis /#SLO statements times
100. All Student Learning Outcome statements are to be
IPBT Approved 11/24/2015
We are NOT below 60%. Our department’s EWRT success rates for targeted
groups are as follows:
African American: 70%
Latino/a: 70%
Filipino: 79%
ELIT success rates:
African American: 64%
Latino/a: 73%
Filipino: 77%
However, although our success rates for targeted groups are 4-19% higher than
60%, we are always striving to improve and to do things such as continue to foster a
departmental culture that strongly values cultural inclusivity and diversity in our
course content for EWRT and our general education ELIT courses.
Our Department 2014-15 Equity Plan was to assess and respond to student needs
expressed in a student survey that was conducted in 2014. When we discovered
that students feel the literature program does not offer enough diversity of
perspectives and global awareness, we wrote and submitted new curriculum to
enhance the diversity of our offerings: African American Literature and Ethnic
Literature of the United States. We offered our first sections of the new African
American Literature and Ethnic Literature courses this academic year (2015-16).
We are working on writing a three-course World Literature sequence, another
area where students expressed great interest. We have now written the first of the
three-course sequence and plan to offer the course during the 2016-17 academic
year.
0%. We are in the process of and will fulfill a full assessment cycle of our PLO
statement by 2017-18.
4%. We are in the process of and will fulfill a full assessment cycle of all of our
course SLOs by 2017-18.
June 27, 2016
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De Anza College
Comprehensive Program Review
IPBT Approved 11/24/2015
assessed at least once between Fall 2014 and end of
Winter 2019.
V.A
Resource Requests
Budget Trends
V.B
Funding Impact on
Enrollment Trends
V.C1
Faculty Position(s)
Needed
Justification for Faculty
Position(s):
V.C.2
Describe impact, if any, of external or internal funding
trends upon the program and/or its ability to serve its
students.
If you don’t work with budget, please ask your Division
Dean to give you the information.
Describe the impact, if any, of external or internal
funding changes upon the program’s enrollment and/or
its ability to serve its students. Refer to Program Review
data sheets for enrollment information:
http://deanza.edu/ir/program-review.14-15.html
A drop down menu will allow you to choose: Replace
due to Vacancy, Growth, None Needed Unless Vacancy
 Briefly, how will this position support student needs?
 Do you have assessment data available to justify this
request for a faculty position? If so provide the
SLO/PLO assessment data, reflection, and
enhancement and/or CTE Advisory Board input to
support this need. If not, provide other data to
support this need.
We lost all materials fees budgets so we must replace that fund with a reliable
budget allocation for this critical resource.
Over the last few years, the college has replaced only about half of the English
faculty who have left or retired.
As with much of the campus, we could use more classrooms. Current un-served
waitlists are due mainly to a lack of available classrooms at high demand times. If
the English department were given control of more rooms, we could add 6-8
sections most quarters (180-200 students per quarter).
Replace due to vacancy
Replace 1 FT faculty due to Vacancy/Retirement. We also are requesting 1 FT
faculty Growth position. We are grateful to IPBT for approving 2 FT faculty hires
in Fall 2015, as well as for the opportunity to hire 2 FT faculty in Fall
2014. However, we are still at only 31% FT faculty in our department. In
addition, we have difficulty recruiting and retaining a broad pool of quality PT
faculty to staff the sections that our FT faculty cannot cover.
We served 14,833 students in 2014-15. That is an increase of 5.1% from the
previous year. Our student success rates are consistently around 70% and we are
a leading department in terms of faculty who are leaders and active advocates and
consultants for equity issues and initiatives and work with the Office of
Equity. Such experience/leadership has been a preferred qualification in our
position announcements.
We have one FT faculty who is only at 50% in our English department, and 50%
in Women's Studies who may be reclassifying her FTE to 100% in Women's
Studies. If that happens, then we will have need to hire another Replacement
position.
We will have to add more classes to implement Student Success and Support
Program, particularly at the Basic Skills level, but also to capture the large student
waitlists in EWRT 2 and EWRT 1A. We do not currently have enough faculty to
maintain the high concentration of full time faculty in Basic Skills instruction that is
one of the keys to our outstanding success in moving students from Basic Skills to
June 27, 2016
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De Anza College
Comprehensive Program Review
IPBT Approved 11/24/2015
transfer level. I addition, the college’s prestige and our ability to attract students
from outside our district and outside the country depend on our high transfer
rates. Students cannot transfer if inadequate course offerings prevent them from
enrolling in EWRT 2 or EWRT 1B, the last required composition courses. We
must support the whole pipeline of English coursework so that student transfer
goals are achievable.
V.D.1
Staff Position(s)
Needed
V.D.2
Justification for Staff
Position(s):
V.E.1
Equipment Requests
V.E.2
Equipment Title,
Description, and
Quantity
V.E.3
Equipment
A drop down menu will allow you to choose: Replace
due to Vacancy, Growth, None Needed Unless Vacancy
Only make request for staff if relevant to your
department only. Division staff requests should be in the
Dean’s summary.
 Briefly, how will this position support student needs?
 Do you have assessment data available to justify this
request for a staff position? If so, provide the
SLO/PLO assessment data, reflection, and
enhancement and/or CTE Advisory Board input to
support this need. If not, provide other data to
support this need.
A drop down menu will allow you to choose: Under
$1,000 or Over $1,000 or no equipment requested
 Description should identify if the item(s) are new or
replacement(s), furniture/fixtures, instructional
equipment, technology related, expected life of item,
recommended warrantees etc.
 Did this request emanate from a SLOAC or PLOAC
process?
 Does this item require new or renovated infrastructure
(e.g. wireless access, hardwire access, electric, water or
heat sources . . . )
 Do you have assessment data available to justify this
We also need more expertise in Ethnic and World Literature in order to support
our goals for narrowing the equity gap in this area and to continue the enrollment
expansion we have achieved. In addition, our PLO work (English AA PLO
statement #2) indicates that students do not feel that our offerings provide enough
diversity and global perspectives. We do not currently have adequate faculty
expertise in all areas of World Literature, so this is a hiring priority. In addition,
our Literature student survey indicates that course variety and instructor quality are
the top two reasons why students choose to major in English at De Anza rather
than another college. Without full-time hiring in this area, we will be unable to
continue to attract students to our high quality program.
None needed unless vacancy
Over $1,00
White boards for all L-quad classes where we now have chalk boards. This would
technically be a “replacement” as the current chalkboards can simply be covered
over with whiteboard laminate paper that can be stuck on over the cleaned
chalkboards.
No, this request did not emanate from a SLOAC or PLOAC process, although it
should be obvious that chalkboard is old classroom technology that is clearly
inferior to whiteboards and this is also an ADA issue since visually impaired
students frequently have a harder time reading chalk on chalkboards than the
bright colors that whteboard markers make on whiteboards.
This request does not require new or renovated infrastructure.
All faculty and students in classrooms would use this equipment. Leaving these
June 27, 2016
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De Anza College
Justification
Comprehensive Program Review
request for equipment? If so, provide the SLO/PLO
assessment data, reflection, and enhancement and/or
Advisory Board input to support this need. If not,
provide other data to support this need.
 Who will use this equipment?
 What would the impact be on the program with or
without the equipment?
 What is the life expectancy of the current equipment?
 How does the request promote the college mission or
strategic goals? Refer to mission:
http://deanza.edu/about/missionandvalues.html and
strategic goals (page 15
http://www.deanza.edu/emp/pdf/EMP2015-2020_1118-15.pdf
Name type of facility or infrastructure items needed.
Renovation vs new. Identify associated structures needed
to support the facility e.g. furniture, heat lamps, lighting,
unique items above and beyond what is normally
included in a similar facility.
V.F.1
Facility Request
V.F.2
Facility Justification
 Do you have assessment data available to justify this
request? If so, provide the SLO/PLO assessment
data, reflection, and enhancement and/or CTE
Advisory Board input to support this need. If not,
provide other data to support this need.
 Who will use this facility?
 What would the impact be on the program with or
without the facility?
 What is the life expectancy of the current facility?
 How does the request promote the college mission or
strategic goals?
V.G.
Equity Planning and
Support
Has this work generated any need for resources? If, so
what is your request?
IPBT Approved 11/24/2015
ancient chalkboards in classrooms undermines our investment in technology
because chalk dust causes malfunction and increases repair costs. Ultimately, this
can become an equity issue, because our basic skills courses are often assigned to
classrooms with these chalkboard relics. When equipment breaks down and weeks
pass before it can be repaired, English basic skills courses (and the under-served
students that make up the majority population in these courses) are relegated to
sub-standard, unequal classrooms. In addition, visual learners benefit from the
colors that are possible on a whiteboard.
We do not have SLO/PLO assessment data to justify this specific request, but
again, whiteboards are the newer and increasingly the expected resource in face to
face classrooms.
More classrooms dedicated to English.
New: classrooms. Since our ELIT class enrollment caps have been raised this year
from 45 to 50, we need classrooms that can accommodate 50 students.
Associated structures needed: student desks, smart technology instructional
counter (with computer, overhead projector, DVD player, connections for laptops,
etc), podium, whiteboards, high stool for instructor to sit on, desk to accommodate
students with disabilities.
Renovation: White boards in L-quad classrooms. Updates (including software
updates) or replacement for any technology that no longer works
All faculty and students in classrooms would use this equipment. Leaving these
ancient chalkboards in classrooms undermines our investment in technology
because chalk dust causes malfunction and increases repair costs. We need white
boards for all L-quad classes where we now have chalkboards. Chalk dust can also
trigger allergies.
Ultimately, this can become an equity issue, because our basic skills courses are
often assigned to classrooms with these chalkboard relics. When equipment
breaks down and weeks pass before it can be repaired, English basic skills courses
(and the under-served students that make up the majority population in these
courses) are relegated to sub-standard, inequitable classrooms. In addition, visual
learners benefit from the colors that are possible on a whiteboard.
Current un-served waitlists are due mainly to a lack of available classrooms at high
demand times. If the English department were given control of more rooms, we
could add 6-8 sections most quarters (180-200 students per quarter).
We do not have SLO/PLO assessment data to justify this request, but again,
whiteboards are the newer and increasingly the expected resource in face to face
classrooms.
We need to develop a more robust, and user-intuitive English website with sample
essay assignments, essays, and explanations about the standards for each level of
June 27, 2016
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De Anza College
V.H.1
Other Needed
Resources
V.H.2
Other Needed
Resources Justification
V.J.
“B” Budget
Augmentation
Comprehensive Program Review
List resource needs other than faculty, staff, facility, and
equipment needs. For instance, assistance in working with
counselors, finding tutors to work with students, support
for assessment projects.
Do you have assessment data available to justify this
request? If so, provide the SLO/PLO assessment data,
reflection, and enhancement that support this need. If
not, provide other data to support this need.
If there is a new initiative/project that requires additional
funding, please state:
 Who/what could be supported if this additional
funding was awarded?
 What would the impact be on the program with
the funds?
 How does the request promote the college
mission or strategic goals? Refer to mission:
http://deanza.edu/about/missionandvalues.html
and strategic goals (page 15
IPBT Approved 11/24/2015
composition we offer (from two levels below transfer to our three transfer levels) as
well as the ELIT courses we offer. This would help not only students, particularly
our underserved targetted students, but also instructors better understand the
distinctions between the courses. It would help students understand which course
more appropriately accommodates their skill level, and also help build a
community of evaluation practices within the department. As a department, faculty
have worked for several years on clarifying and coming up with clear models for
essay assignments, essays, and explanations of standards for our 200 and 211 (basic
skills levels) through those levels’ portfolio review process. As a department, we
are now working on doing such clarification and coming up with models in our
transfer level composition courses (1A, 1B, 2, and 1C). We would like to have
assistance from
a professional website builder with improving the visual layout, site organization,
and user-intuitively. ETS is supposed to provide this kind of support but
currently is understaffed.
We are looking forward to having a full-time dedicated counselor for our division,
a position which is supposed to be hired/filled in Spring 2016 quarter.
SLO: Acquire knowledge of the historical and cultural period, major writers, and
key texts of NeoClassical and Romantic British Literature.
SLO Assessment: Student's Historical and Cultural Presentations.
SLO Result: 11 A, 11 B's, 7 C's, 2 D's (NOTE: C and D grades are almost 29%
of the total grades earned) SLO Reflection and Analysis: The students did the best
they could with the knowledge they had access to online and in texts. But much of
the information researched and shared seemed removed and impersonal. I can
not stress how much more connected to the history and the authors the students
would be if they actually got to see the places and experienced British culture in
person. The Campus Abroad program would be such a transformative learning
experience for them. The London campus abroad, even for a summer 3 weeks
session, would make the learning so much more impactful.
1. In order to promote equity and serve students, especially in Basic Skills courses,
we must have additional B-budget to cover printing costs. We would need
approximately 1/3 additional B-budget for printing ($8,000).
Our Program Learning Outcome is: Students demonstrate critical thinking,
reading, research, and writing skills in order to effectively analyze texts from
myriad disciplines and cultural perspectives. Reflections on this PLO means
acknowledging the research that students succeed when they can handwrite notes
on handouts (see
http://www.wsj.com/articles/SB10001424052748704631504575531932754922518)
and also when certain important resources can be referred to as a physical paper
June 27, 2016
10
De Anza College

Comprehensive Program Review
http://www.deanza.edu/emp/pdf/EMP20152020_11-18-15.pdf
How much money is being requested?
State the SLO/PLO assessment data, reflection, and
enhancement and/or CTE Advisory Board input to
support this need and/or other data to support this need.
If you do not deal with the B budget directly, you can use
the comment: “please refer to the Dean’s summary”.
IPBT Approved 11/24/2015
handout rather than having to be electronically retrieved by students every time
they use them. Also, some in-class quizzes and tests need to be given as paper
handouts.
2. We need to write a more robust English placement website with sample essays
and explanation about the process and standards for each level. Writing this
website must be done by discipline area experts, and should involve feedback from
across the department. This could be accomplished with a grant of about
$3000. The CCCC, which is the Conference on College Composition and
Communication and is a nationally respected representative organization for
College Composition and Commmunication disciplines, has issued this statement
about the importance of making such information easily accessible to students:
http://www.ncte.org/cccc/resources/positions/writingassessment
http://www.ncte.org/cccc/resources/positions/writingassessment
3. We need additional B-budget for ongoing faculty training to support our goals
for equity and Basic Skills success. We would like stipends for part-time faculty to
attend a retreat and norming sessions each quarter, approximately $2500.
V.K.1
Staff Development
Needs
What would the impact be on the program with or
without meeting this need? How does the request
promote the college mission or strategic goals? Refer to
mission:
http://deanza.edu/about/missionandvalues.html and
strategic goals (page 15
http://www.deanza.edu/emp/pdf/EMP2015-2020_11-18-
4. We would like to expand the highly successful pilot of student mentors in
EWRT classes. Initial results show that 100% of the students in the class with
mentors passed the class and 100% of students said they were more likely to see a
mentor than go to a tutor because the mentor was in the class and could be
accessed immediately. 100% of students recommended continuing the program.
To expand this model, we would need $1800 for small stipends so that six
additional faculty could train and supervise mentors.
Since we are a large department, we must have funding for retreats and ongoing
staff development to norm our grading and promote best practices in teaching
basic skills, transfer level composition and literature, as well as support for
mentorship of new part time instructors. Most of our SLO and PLO work could
not have happened without retreat funding and financial support for department
leadership.
June 27, 2016
11
De Anza College
Comprehensive Program Review
15.pdf
V.K.2
Staff Development
Needs Justification
VI.
Closing the Loop
Submitted by:
Last Updated:
IPBT Approved 11/24/2015
We also need support for English Department faculty to develop instructor
websites.
Do you have assessment data available to justify this
request for staff development? If so, provide the
SLO/PLO assessment data, reflection, and enhancement
and/or CTE Advisory Board input to support this need.
If not, provide other data to support this need
How do you plan to reassess the outcomes after receiving
each of the additional resources requested above? N.B.
For the Comprehensive Program Review the question
becomes “What were the assessments showing the results
of receiving the requested resources over the last five
years?”
APRU writer’s name, email address, phone ext.
Give date of latest update (Set next box to YES when
done and ready for Dean review).
We plan to reassess the outcomes by surveying students in our classrooms about
how helpful they feel those new developments have been to their success in their
English and other courses.
Karen Chow (Dept. Chair) and Roseanne Quinn (Spring 2016 and Spring 2017
Interim Dept. Chair while Karen Chow is on PDL)
4/13/16
June 27, 2016
12